In India, approximately 80 million children fall in the age group of 3-6 years [1]. The enrollment in pre-primary institutions (Anganwadi centres, government pre-primary class, or private LKG/UKG) improved steadily between 2018 and 2024 [2]. Since the formative years of a child lays a foundation for all future learning, the government uses Integrated Child Development Services (ICDS) under Saksham Anganwadi to deliver pre-primary education along with health and nutrition services [3]. The 2013 National ECCE Policy by MoWCD emphasizes on the importance of holistic early childhood education [4]. Subsequently, New Education Policy (NEP) 2020 by MoE, reinforces childhood care and education (3-6 years) with universal access by 2030 [5]. However, the learning outcomes of children turned out to be unsatisfactory.
To render effective development of children, the nominated member of Rajya Sabha, Sudha Murty, moved a private member resolution seeking the introduction of new Article 21(B) into our Constitution thus making it a fundamental right to free and compulsory Early Childhood Care and Education (ECCE) for all children aged between 3 to 6 [6]. This will expand Article 21(A) which states free and compulsory education to all children between 6 to 14 years of age [7]. As a result, with the insertion of the new Article, it will secure free and compulsory education for all from 3 to 14 years of age. It will play a crucial role for life-long learning and development along with thwarting the vicious cycle of intergenerational inequity and disadvantage.
The policy aims at ensuring universal provisioning of quality ECCE by focusing primarily on nutrition, health services, and pre-primary learning through robust strengthening of Anganwadi services or through the other mechanisms employed by the Centre such as PM-POSHAN and National Health Mission (NHM) [8]. Thus, with equitable and holistic early childhood support, the government will ensure reducing the incidence of malnourishment, morbidity, poor cognitive development, and social-emotional issues.
However, there are some challenges too which hinders the implementation of ECCE such as lack of resources, safety concerns and low parental engagement. Poor curriculum which overemphasises rote learning puts stress on the kids which in turn hampers their learning and participation. Due to the infrastructural constraints such as preschool training of teachers, untrained staffs and poor conditions of Anganwadi centres in some places, it’s difficult to motivate the parents to send their child at such a tender age. Many government and private schools offering preschool lack play-based learning infrastructure. Socialization difficulties for kids causes many students to avoid enrolling in preschools.
To enhance the effectiveness of the scheme, the government should take multi-pronged steps such as providing teacher training, involving multiple stakeholders (family, NGOs, Community) and enhancing budgetary allocation. Collaboration and coordination between MoE and MWCD would foster capacity building. The government should incentivise creches, play schools, kindergartens (balwadis), and home-based care to enhance its accessibility. There should be a separate Council to supervise and monitor the implementation of ECCE.
By: Atul Kumar Yadav, A graduate of Ramjas College, University of Delhi
References:
- Central Square Foundation report, https://share.google/wYCvTxb4g2JF48DcL
- PIB Report, https://share.google/69PkE9E8mfFZYcGp9
- UNICEF report, https://share.google/CtDCgleYOLL3c9bcJ
- Central Square Foundation report https://share.google/wYCvTxb4g2JF48DcL
- The print Newspaper, https://share.google/aGBZRPbezF67z7PB6
